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Day 43 · A picture can add informationYear 1 English · T1 W9–10 · Plans / Day 43

Day 43 · A picture can add information

Goal: Compare what a label, sentence and picture contribute. Topic words: label, inside, position. Resource grid Week 9, not an official-term date.

Preparation: choose actual source R2: Inside the paper bag; familiar safe tools optional, exact access/no-print alternatives available. Source texts, word maps/eligibility, illustrations/whole alternatives, staff questions/keys. Bring no private data. Read common access/evidence guidance and choose only the actual relevant components.

1. Start · about 3 minutes: Choose a picture detail to explain: object, position or shape. Use the bag diagram or its complete description.

2. Read/hear and model · about 5 minutes: Model: label cap names the object. Sentence “The map and cap are inside the bag” names their location. Diagram outlines show the cap to the right of the map. That side-by-side relation is additional original illustration information.

3. Guided meaning · about 4 minutes: Ask which part tells the topic, which names an object, and which can show its position. Cover/omit one information channel only by agreement; read the exact alternative without interpreting first.

4. Reading/word study · about 6 minutes: ordinary day use chosen eligible word(s) bag, chat, stop; separate dictation bag. Change spoken bag /b/a/g/ medial /a/ to /i/ → big. big is oral-only here unless locally matched; do not add it to print silently. Follow full phonics recipe. On fresh days these are staff-only components before coaching, not ordinary practice print; no access match means do another component and plan prior code teaching. Ordinary child passages are three distinct choices and optional ck only if taught. Never adult-read then mark independently decoded. Offer actual local unjoined letter formation where appropriate; no forced motor task.

5. Own language and report · about 6 minutes: Child creates a diagram or directs one, adds a useful label or sentence, then explains one contribution. An oral explanation without a picture is an explanation, not a completed visual text. Every day retains speaking/sign/AAC contribution, reading or explicit prior code instruction, and actual composition opportunity; grammar/spelling/lettering components remain separately attributed.

6. Readback/observation/next · about 3 minutes: Observe whether the child distinguishes word information and described/drawn position. Reading print and interpreting an adult description have different access records. Next teaching: If all channels are called the same, show one isolated label and one complete sentence and ask what extra it says. If the child prefers no drawing, compare two spoken descriptions while keeping visual-text opportunity open later.

Three complete practical routes

A: Draw/direct a new arrangement of map and cap, then use a sentence to report your own drawing. It is your version, not R2.

B: Make a pretend shelf label about a chosen safe object or drawn robot. Add a picture relation that the label alone cannot say.

C: Receive exact positions in usual communication and explain which information came from words or description. Direct a picture if wanted; record adult drawing help separately.

All routes can use their usual communication/rest/finish. Different modes retain different actual evidence; no diagnosis or fixed learning-style assignment. The route can change during a sitting. Source detail versus own version remains labelled.

Home and supplementary offer

Home: Tell someone a label for an imaginary object, then one sentence about it. What more did your sentence say?

Additional project: Mystery description: give one useful detail about an invented object. A willing partner asks a question, or self-readback. Record no partner reply if none occurs.

The school check-day examples wait until actual capture; standalone home offers do not need a school schedule. See separate home card for quick steps and adult preparation. No return/report required.

Empty teaching note

Actual component offered: __________ Learner's exact response: __________

Actual support/mode/source version: __________ Observed strength: __________

Next short teaching move: __________ First/later/not offered: __________